Due to the rapid development of science and technology, economic development has changed dramatically, resulting in the transformation of career characteristics. Individuals need to convey a higher career adaptability than ever before in order to face the rapid changes brought by development. Especially for college students in the critical period of career development, having good career adaptability is of great significance to their future career choice and development. This study conducted a cross-sectional survey of 692 engineering undergraduates at a top engineering university in China and used the data to investigate the relationship between the professional identity (professional interest, professional strength, career prospects, and professional satisfaction) and career adaptability of college students, as well as to discuss the mediating role of learning engagement in the relationship between professional identity and career adaptability. The results of the correlation analysis showed that professional identity was positively correlated with career adaptability. The mediation effect model indicated that learning engagement played a mediating role in the relationship between the professional identity and career adaptability of Chinese college students. In other words, professional identity had a direct positive impact on career adaptability, while professional identity, mediated by learning engagement, had a positive impact on career adaptability. The study recommends that colleges provide students with a more conducive academic environment and more opportunities for career practice. We also encourage educators to provide more emotional support and identity for students to enhance students’ career adaptability by creating a favorable academic and emotional atmosphere.

The current outcomes in terms of career cognition, career planning, and practical participation among engineering talent in China are not optimistic, and the development of career adaptability is influenced by many factors, which is detrimental to their academic success. This study takes Chinese engineering college students as the research subjects and explores the factors influencing career adaptability among Chinese engineering college students through correlation analysis and importance analysis based on a random forest regression model. The study revealed that school resources, family resources, and personal resources are significantly correlated with career adaptability. The use of machine learning to rank the importance of influencing factors revealed that learning methods (deep learning methods, strategic learning methods), school resources (school satisfaction, evaluation of professional teachers, major satisfaction, evaluation of course offerings), and social relationships (relationships with classmates, relationships with teachers) have a more significant impact on the career adaptability of engineering college students.